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Détail de l'auteur
Auteur Laura SPARACI |
Documents disponibles écrits par cet auteur (2)
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Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism / Laura SPARACI in Autism Research, 8-4 (August 2015)
[article]
Titre : Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SPARACI, Auteur ; Domenico FORMICA, Auteur ; Francesca Romana LASORSA, Auteur ; Luigi MAZZONE, Auteur ; Giovanni VALERI, Auteur ; Stefano VICARI, Auteur Article en page(s) : p.398-411 Langues : Anglais (eng) Mots-clés : procedural learning autism pursuit rotor motor skills handwriting Index. décimale : PER Périodiques Résumé : Numerous studies have underscored prevalence of motor impairments in children with autism spectrum disorders (ASD), but only few of them have analyzed motor strategies exploited by ASD children when learning a new motor procedure. To evaluate motor procedure learning and performance strategies in both ASD and typically developing (TD) children, we built a virtual pursuit rotor (VPR) task, requiring tracking a moving target on a computer screen using a digitalized pen and tablet. Procedural learning was measured as increased time on target (TT) across blocks of trials on the same day and consolidation was assessed after a 24-hour rest. The program and the experimental setting (evaluated in a first experiment considering two groups of TD children) allowed also measures of continuous time on target (CTT), distance from target (DT) and distance from path (DP), as well as 2D reconstructions of children's trajectories. Results showed that the VPR was harder for children with ASD than for TD controls matched for chronological age and intelligence quotient, but both groups displayed comparable motor procedure learning (i.e., similarly incremented their TT). However, closer analysis of CTT, DT, and DP as well as 2D trajectories, showed different motor performance strategies in ASD, highlighting difficulties in overall actions planning. Data underscore the need for deeper investigations of motor strategies exploited by children with ASD when learning a new motor procedure. Autism Res 2015, 8: 398–411. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1455 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Autism Research > 8-4 (August 2015) . - p.398-411[article] Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism [Texte imprimé et/ou numérique] / Laura SPARACI, Auteur ; Domenico FORMICA, Auteur ; Francesca Romana LASORSA, Auteur ; Luigi MAZZONE, Auteur ; Giovanni VALERI, Auteur ; Stefano VICARI, Auteur . - p.398-411.
Langues : Anglais (eng)
in Autism Research > 8-4 (August 2015) . - p.398-411
Mots-clés : procedural learning autism pursuit rotor motor skills handwriting Index. décimale : PER Périodiques Résumé : Numerous studies have underscored prevalence of motor impairments in children with autism spectrum disorders (ASD), but only few of them have analyzed motor strategies exploited by ASD children when learning a new motor procedure. To evaluate motor procedure learning and performance strategies in both ASD and typically developing (TD) children, we built a virtual pursuit rotor (VPR) task, requiring tracking a moving target on a computer screen using a digitalized pen and tablet. Procedural learning was measured as increased time on target (TT) across blocks of trials on the same day and consolidation was assessed after a 24-hour rest. The program and the experimental setting (evaluated in a first experiment considering two groups of TD children) allowed also measures of continuous time on target (CTT), distance from target (DT) and distance from path (DP), as well as 2D reconstructions of children's trajectories. Results showed that the VPR was harder for children with ASD than for TD controls matched for chronological age and intelligence quotient, but both groups displayed comparable motor procedure learning (i.e., similarly incremented their TT). However, closer analysis of CTT, DT, and DP as well as 2D trajectories, showed different motor performance strategies in ASD, highlighting difficulties in overall actions planning. Data underscore the need for deeper investigations of motor strategies exploited by children with ASD when learning a new motor procedure. Autism Res 2015, 8: 398–411. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1455 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 What and Why Understanding in Autism Spectrum Disorders and Williams Syndrome: Similarities and Differences / Laura SPARACI in Autism Research, 7-4 (August 2014)
[article]
Titre : What and Why Understanding in Autism Spectrum Disorders and Williams Syndrome: Similarities and Differences Type de document : Texte imprimé et/ou numérique Auteurs : Laura SPARACI, Auteur ; Silvia STEFANINI, Auteur ; Lidia D'ELIA, Auteur ; Stefano VICARI, Auteur ; Giacomo RIZZOLATTI, Auteur Année de publication : 2014 Article en page(s) : p.421-432 Langues : Anglais (eng) Mots-clés : autism spectrum disorders Williams syndrome social cognition motor skills Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) and children with Williams syndrome (WS) show divergent social phenotypes, but also several similarities in their socio-cognitive deficits. Cross-syndrome direct comparisons could lead to a better understanding of mechanisms that determine deficits in social cognition in the two syndromes. A fundamental factor for social cognition is the ability to understand and predict others' actions (e.g. what action is being done and why it is being done when observing a goal-related act). Here we compared the understanding of others' actions in children with ASD, WS and in children with typical development. Comprehension of what motor act was being done and of why it was being done was assessed with or without contextual cueing using a computer-based task. The results showed that what understanding was impaired in the WS group, but not in the ASD group, which showed mental-age appropriate performance. Why understanding was impaired in both experimental groups. En ligne : http://dx.doi.org/10.1002/aur.1370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Autism Research > 7-4 (August 2014) . - p.421-432[article] What and Why Understanding in Autism Spectrum Disorders and Williams Syndrome: Similarities and Differences [Texte imprimé et/ou numérique] / Laura SPARACI, Auteur ; Silvia STEFANINI, Auteur ; Lidia D'ELIA, Auteur ; Stefano VICARI, Auteur ; Giacomo RIZZOLATTI, Auteur . - 2014 . - p.421-432.
Langues : Anglais (eng)
in Autism Research > 7-4 (August 2014) . - p.421-432
Mots-clés : autism spectrum disorders Williams syndrome social cognition motor skills Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) and children with Williams syndrome (WS) show divergent social phenotypes, but also several similarities in their socio-cognitive deficits. Cross-syndrome direct comparisons could lead to a better understanding of mechanisms that determine deficits in social cognition in the two syndromes. A fundamental factor for social cognition is the ability to understand and predict others' actions (e.g. what action is being done and why it is being done when observing a goal-related act). Here we compared the understanding of others' actions in children with ASD, WS and in children with typical development. Comprehension of what motor act was being done and of why it was being done was assessed with or without contextual cueing using a computer-based task. The results showed that what understanding was impaired in the WS group, but not in the ASD group, which showed mental-age appropriate performance. Why understanding was impaired in both experimental groups. En ligne : http://dx.doi.org/10.1002/aur.1370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238